Introduction

Education Act 1989, Sections 75 and 76

s.75 Functions and Powers of Boards –

(1) A school's board must perform its functions and exercise its powers in such a way as to ensure that every student at the school is able to attain his or her highest possible standard in educational achievement.(2) Except to the extent that any enactment or the general law of New Zealand provides otherwise, a school's board has complete discretion to control the management of the school as it thinks fit.

s.76 Principals –

(1) A school’s principal is the board’s chief executive in relation to the school’s control and management.

(2) Except to the extent that any enactment or the general law of New Zealand provides otherwise, the principal –

Shall comply with the board’s general policy directions; and

Subject to paragraph (a) of this subsection, has complete discretion to manage as the principal thinks fit the school’s day to day administration.

Governance

The Kaikohe East School board emphasises strategic leadership rather than administrative detail, has a clear distinction between board and staff roles, concentrates on the future rather than the past or present, and is pro-active rather than reactive.

Management

The board delegates all authority and accountability for the day-to-day operational organisation of the school to the principal.

Cultural Diversity

When developing policies and practices for the school every endeavour is made to reflect New Zealand Cultural diversity and the unique position of Maori culture.

Te Reo

Parents may choose to enrol their children in the General classes, or the Bilingual classes.

The General classes have all their instruction in English. They also have some Maori Language instruction covering simple commands and greetings, and basic pronunciation.

Bilingual classes have 51-80% of their instruction in Maori.

Teacher Aides with competency in Te Reo are employed to support Bilingual class programmes.

Due to the high proportion of Maori students our school takes the opportunity to support and practise Maori protocol when appropriate and necessary.

Strategic Plan

Vision

To be:

Proud of whom they are and where they come from

Prepared for and ready to accept challenges

Learners now and in the future

Core Values

We value the 4 Cs:

Be Considerate

Be Courteous

Be Cooperative

Use your Commonsense

Goals

To create a community of learners with:

High Academic achievement in Literacy

High Academic achievement in Numeracy

To create a community of Maori learners with:

High Academic achievement in Literacy

High Academic achievement in Numeracy

Annual Goals

Analysis of Variance Report for 2016

Strategic Aim: To have 80% of year 2-6 at or above the National Standard in writing

Goal One

Improve the literacy level, particularly in writing, for boys.

Rationale: Why did we chose this as a goal?

This was a continuation of our goal for 2015 which was selected because we had twice as many boys achieving as below or well below the National Standard in writing. We did alter the measurable target though because our previous one was not achievable.

Measurable Target (Goal 1): At the end of 2016 the percentage of boys assessed at below or well below in written language will be less than 60% for each year level (40% “at” or “above”).

How did we get on?

Annual Goal 1The overall literacy levels have improved a little over 2015 and 2016 including boys’ writing. While some improvement in boys’ writing is evident it is not as much as our measurable target was aiming at.

Our measurable target

The end of year results showed that we didn’t get close to achieving our goal of less than 60% of boys achieving below or well below the National Standard (40% “at” or “above”) apart from year 6 (67%).

At the end of 2015 only 9% of boys were “at” or “above” in writing. By the end of 2016 this had improved to 19.2%. (46.5% of our year 6 girls were “at” or “above”). While doubling the number who achieved is good it still doesn’t get us close to 60% which was our target.

% of boys writing below or well below National Standard

EOY 2014

EOY 2015

EOY 2016

Change between EoY 2015 and EoY 2016

Year 2

55

93

74 (55% of girls)

20% improved

Year 3

74

100

100 (86% girls)

same

Year 4

75

85

77 (67% girls)

9% improved

Year 5

87

80

94 (50% girls)

14% lower

Year 6

85

93

67 (47% girls)

27% improved

We are a bit suspicious of these figures. There is too much variance from year to year to make the data credible. For example the cohort that was in year 2 in 2014 had:

55% below in y2

100 % below in y3

77% below in y4

The cohort that was in year 3 in 2014 had:

74% below in 2014

85% below in 2015

94% below in 2016

We are aware that some pupils left and others arrived but most of the pupils are the same so the variance shouldn’t move that much.

Is the variance due to inconsistent scoring despite time spent on moderation?

A similar picture is still evident when we look at reading but nowhere near as dramatic. Also by year 5 and 6 the gap in reading narrows..

Literacy Leaders will have a portion of each fortnightly Syndicate Meeting to embed effective Literacy pedagogy

Shared understanding about Literacy as a means to access all Curriculum areas.

Minutes shared and monitored to ensure that meetings have a major Literacy focus

Spiral of Inquiry template (is an evaluative tool) will be used to support Syndicate discussion and Literacy Leaders development and work-Teachers planning their next steps having gone through the evaluation process

Syndicate minutes showed literacy was a focus in at least half of syndicate meetings

Minutes of syndicate meetings are shared on Google docs.

·

PAC will focus on :

teacher and student teaching and learning needs as discussed through the Practice analysis process.

Walk-throughs will show an improvement in teachers’ pedagogy.

Shared ownership of change will occur

Teachers will be more aware of how to implement accelerated learning in writing

Walkthroughs and appraisals showed a definite focus on literacy learning.

There is a lot more sharing of what we do in each class at syndicate level.

We were part of ALL.

Assessment will be moderated as a syndicate aligning with the assessment timetable.

All teachers will assess similar work at a similar level.

Ensures that school-wide data will be accurate and complete(moderation)

There appears to be more consistency in assessment moderated at syndicate level however we feel this needs to be an ongoing thing as consistency seems to be able to be lost quite quickly.

Are the senior and junior syndicates on the same page? Does a junior version of L1p look the same as a senior syndicate version?

e-asTTle results will be more closely analysed to determine exactly what aspect of writing is hampering achievement (e.g. punctuation, impact, spelling?) and activities to focus on them will be sourced and shared.

We will improve pupil achievement in the areas of weakness

Documents such as ELP and LLP will be used to strengthen decisions.

Modelling will not be whole class and teachers will organise literacy activities linked to student needs.

Most class teachers analysed their own class results but no school or syndicate wide analysis was done.

How much time did syndicates spend on ELP or LLP?

We are sure this happened in most cases. How can we tell?

The literacy progressions will be unpacked and used in planning.

staff will have a more consistent understanding of what constitutes levels 1,2 and 3 in writing

progressions will become an integral part of the planning / assessment cycle

pupils will also be aware of the literacy progressions and where they sit and what is their next step.

Teacher knowledge will improve and be part of Staff /Syndicate and Senior Staff meetings

True in all syndicates.

We can link the progressions to class planning at the term overview and weekly planning stages.

ALL will be implemented.

not only boys will be targeted but teachers will be asked to select groups of children who can make progress and it is envisaged that many of these will be boys.

groups of 6 will be tutored every morning for 35 minutes by a trained ALL teacher.

One staff member to undergo ALL training and take groups of 6 for 15 weeks at a time

To ensure sustainability, at the end of this period we will decide how best to spread any improved pedagogy and planning to other classes and/or levels

The target groups will make accelerated progress.

The strategies used in ALL will be carried over and influence normal classroom practice.

ALL year 1 implemented and 2017 planned.

More focus in 2017 on target groups who should be gettinging 30 minutes or so extra tuition a day. Our target groups will become the focus for our 2017 goals.

Focus on boy’s writing data

Teachers will share ideas for motivating writers such as topic choice, presentation and incentives

Teachers will use a variety of approaches to motivate writers e.g quick writes (The Writing Book), daily 5.

Children, particularly the boys, will be more motivated to write.

Boy’s will see value in writing

Choice of topics will be flexible

The percentage of boys achieving at or above the national standards has doubled. It’s still not enough but at least in the right direction.

80% of boys are below or well below NS in writing c.f. 48% girls. What is the long term effect of this?

Has the “abandonment” of science, social studies, art, phys ed etc impacted on boys disengagement?

Closer link to reading from writing

Less time may be needed on motivating writing

Reading texts will sometimes be used to exemplify aspects of writing.

Teachers are planning for “literacy” rather than “reading” and “writing” as two different subjects.

Planning for writing includes assessment analysis to inform learning intentions.

We will improve pupil achievement in the areas of weakness

Areas of strength will also be used to lift children’s writing

We need to analyse results better as noted in the fourth section “e-asTTle results will be more closely analysed to ….” so we can answer this question.

Moderation will happen at Syndicate level and school wide as appropriate

Next steps will be more accurate

Teachers will bring samples of Literacy to meetings from their class target groups. Connections and comparisons using the rubric will be made and discussions about what you have noticed, what is working and so what? will occur

Yes

Yes

Principal and the SIT will be involved and will oversee school-wide picture

The SIT will consist of the principal, syndicate leaders, literacy leader and the ALL teacher.

Principal will attend one Syndicate hui at a time and also visit classrooms to interview students, boys in particular and ask things such as - show me your learning, what do you like about writing, what do you find hard?

We will have a clearer school-wide picture, particularly around boys writing engagement.

Using student voice to to enhance and support classroom programmes.

Resources such as funding and PD will be allocated appropriately

A schoolwide picture will be developed ensuring student voice is valued, shared and used appropriately to make change if required.

We don’t think we do have a clearer picture of engagement and student voice is not often heard.

Around six year 3-4 pupils will be referred to RTLit

RTLB will provide help by supplying Rainbow Reading and Lexia programmes.

While RTLit, Rainbow Reading and Lexia focus is on Reading, there should be improvements in writing as well.

Children chosen for these interventions will all be well below the National Standard

RTLit is used to assist 4 pupils.

RTLB involvement has allowed the use of Rainbow Reading and other programmes. 12 pupils are involved with RTLB. Some of these are for behaviour issues but in many cases the behaviour interacts with literacy.

Goal Two

To improve the reading level in the first two years of school.

Rationale: Why did we chose this as a goal?

Many pupils who were to turn 6 during 2016 looked unlikely to be reading at level 5 at the end of their first year at school. Over 25% were still below PM Level 8 at the end of their second year at school.

We believed that improvements in the areas of Hearing and Recording Sounds in Words, Letter Identification, word identification and Concepts About Print were all areas that could be moved.

Measurable Targets (Goal 2)

60% of children will achieve at stanine 4 or better in the HRSIW/letter id/word/cap section of the observational survey taken as close as practical to their 6th birthday.

Actions (what we will do)

Outcomes (what we expect to happen)

What happened?

What next?

Points to think about.

Children will be assessed close to their 6th birthday

Teachers will have a more accurate data of where the children are at and next steps based on the Observation Survey.

Most children were assessed using the 6 year net close to their 6th birthday.

Enlist the support of Reading Recovery teacher

Teachers will have a shared understanding and better knowledge of the Observation Survey

Teachers will be able to define next steps more accurately

Teachers will have more idea about their learner and will see their gaps and next learning

The children will have firm foundations in early literacy learning.

Joan was unavailable to work with the junior syndicate .

Re-assess children at 20 weeks

There will be improvement

All children apart from one with attendance problems made significant progress.

Reading Recovery will be implemented for 8 Children

Two Junior Teacher’s will be training for Reading Recovery

Training Teachers will share teaching practices in syndicate meetings

Two junior teachers will be training in Reading Recovery

The selected 8 children will make accelerated progress.

The strategies used in Reading Recovery will be carried over and influenced in normal classroom practice.

Two teachers took part in reading recovery training in 2016 and a further two in 2017.

Children under Reading Recovery have made excellent progress.

Both teachers comment that the training has made a big difference to the way they teach in class.

Goal for 2017

Improve the literacy level of pupils selected by teachers as being “below” the National Standard, particularly in writing.

Rationale: Why did we chose this as a goal?

2016 goals also centred around literacy but with an emphasis on writing for boys. This was because we had over 80% of boys not achieving in written language.

The feeling now is that any improvement in our teaching will impact on both girls and boys and, while we have less girls at risk of failure, those that are failing still need to be helped.

2016 end of year OTJs show we still have some room to move in literacy, particularly in writing.

Our main area of concern is still writing as we have only 32% achieving “at” or “above” the National Standard compared to 51% in Reading and 53% in Mathematics.

It is interesting that at year 6, 89% of our pupils are achieving at or above the National Standard in Reading but only 51% in Writing. Almost 40% of our year 6 pupils can read at the National Standard but not write at the National Standard.

2016 end of year OTJs

Reading

Well below

below

at

above

After y2

8

21 (45%)

14

4

After y3

11

4 (17%)

5

3

y4

12

6 (15%)

19

3

y5

13

5 (12%)

22

1

y6

3

1 (2%)

40

1

TOTAL

59 (24%)

59 (24%)

113 (46%)

13 (5%)

Writing

Well below

below

at

above

After y2

7

24 (51%)

14

2

After y3

10

11 (50%)

1

0

y4

21

8 (20%)

11

0

y5

17

11 (27%)

12

1

y6

4

18 (40%)

23

0

TOTAL

68 (28%)

99 (41%)

73 (30%)

4 (2%)

Strategic Aim: To have 80% of year 2-6 at or above the National Standard in writing

Annual Goal: To improve the literacy level, particularly in writing for children identified as “below”.

Measurable Target: At the end of 2017 75% of the targeted pupils currently assessed as “below” will be achieving the National Standard in reading and writing.

Actions (what we will do)

Outcomes (what we expected to happen)

Target groups:

A target group will be selected by each class teacher (Except those training for Reading Recovery).

The group will consist of pupils achieving in writing at the “below” category.

It is envisaged that the target group will get an extra 15 -30 minutes tuition a day.

Each group will have separate planning and a separate programme in addition to that provided in the regular class programme.

Detailed data will be kept on each child in each group.

A second target group may be selected after 15 weeks or the teacher might carry on with the same group.

Pupils in the target groups will progress at an advanced rate with 75% making it to “at” the national standard by the end of term 2 (15 weeks)

All groups will get extra, focussed tuition in reading and writing.

Planning and data will be shared at syndicate level or with the syndicate ALL leader.

A decision will be made after 15 weeks as to where we go from here. Possible options are:

Carry on with the same group

Start another group

Shift the focus to reading or maths

Spread the strategies learned over the whole class.

ALL:

Joy, Stevie and Rebecca are our ALL (Advanced Learning in Literacy?) leaders. One per syndicate.

These teachers will provide support for classroom teachers .

They will conduct observations and give feedback from these observations

The syndicate ALL leaders will

Conduct at least three observations for each teacher before the end of term 2.

Observations will be followed by a conference to determine how the teacher / pupils are going and what, if any, more support the teacher needs.

ALL leaders will be responsible for ensuring that the target groups are discussed regularly at syndicate meetings.

Outside support:

Support will be given to ALL leaders by Vera Unka

ALL leaders will attend seminars, conferences and PD as supplied by the ALL Programme for schools in their second year

Support will be given at staff meetings by the ALL Sit team which consists of Literacy Leaders and the Principal

Relevant readings and discussions will happen

Meetings will occur between Vera and the SIT Team to provide advice and support

Appraisals:

All class teachers (except those training for reading recovery) will have at least one appraisal goal built around the target group.

Teachers will see the target group as a high priority.

The principal and SIT/Syndicate Leaders will be aware of the programme being given to the target group.

Syndicate meetings:

Progress of the target groups will be a topic in most syndicate meetings.

This will be lead by the ALL leader who,also happens to be the syndicate leader.

When called upon, class teachers will be expected to come to syndicate meetings with samples, planning, assessment, modelling books etc and present their highs and lows to the syndicate.

Class teachers will feel part of a collective and supportive group when it comes to accelerated learning in literacy.

Teachers will get ideas and strategies by sharing with other teachers.

Regular reporting at syndicate meetings will ensure that the target group remains a focus for the teacher and not forgotten until appraisal comes around (which can happen

Readings and any relevant pd will be shared

Reading recovery:

Two teachers (Tia and Lydia) will train in Reading Recovery.

Children selected by the junior syndicate to undergo Reading Recovery will progress to almost “at” the National Standard in reading.

Unlike ALL, many of the RR candidates will be at “Well Below” rather than just “Below”

Observations:

At least three observations will be conducted by ALL leaders or someone similar during the 15 week period ending at the end of term 2.

Observations will be preceded by a discussion on the focus and followed by a discussion on the observation notes.

Copies of these notes should be filed in and linked to teachers appraisal documentation as they will be needed at the end of the year.

Teachers will follow advice, guidance and support given by observers

Strategies 2017-19

2017

2018

2019

Foster te reo me nga tikanga

Philosophy of Ka Hikitia becomes integral to the school culture.

Te Aho Arataki Marau ki te Kura Aoraki is used across the school

BOT report – Te Reo Maori / Learning Languages

Schoolwide Karakia / Himene daily

Using staff as experts

Sharing of Staff pepeha

MAC - Maori Achievement Collaborative information and ideas are shared by the Principal and other staff who may attend this pd

BOT report – Te Reo

Maori / Learning Languages

Schoolwide Karakia / Himene daily

Using staff, students and community members as experts

Sharing of Staff pepeha

Annual visits to local marae at the beginning of the year

Use of Maori kupu/phrases to be the norm

MAC - Maori Achievement Collaborative information and ideas are shared by the Principal and other staff who may attend this pd

National Standards Report 2016

NAG2A (b)(i) Areas of Strength

National Standard area(s): Reading

Discussion: It is interesting that at year 6, 89% of our pupils are achieving at or above the National Standard in Reading but only 51% in Writing. Almost 40% of our year 6 pupils can read at the National Standard but not write at the National Standard.

NAG2A (b)(i) Areas for Improvement

National Standard area(s): Writing

Discussion: Strategic Aim 2017: To have 80% of year 2-6 at or above the National Standard in writing

Annual Goal 2017 To improve the literacy level, particularly in writing for children identified as “below”.

Measurable Target: At the end of 2017 75% of the targeted pupils currently assessed as “below” will be achieving the National Standard in reading and writing.

.

NAG2A (b)(ii) Basis for Identifying Areas for Improvement

Discussion: 2016 goals also centred around literacy but with an emphasis on writing for boys. This was because we had over 80% of boys not achieving in written language.

The feeling now is that any improvement in our teaching will impact on both girls and boys and, while we have less girls at risk of failure, those that are failing still need to be helped.

2016 end of year OTJs show we still have some room to move in literacy, particularly in writing.